AO1
How came up with the multi store memory model
Atkinson and shiffrin
AO1 Multi-store memory model
Outline how the sensory register works
- Environmental stimuli (give example) pass onto sensory register
- codes for our 5 senses, store for coding visual store is called Iconic memory
- each store is modality specific
- The duration of the sensory register a few milliseconds
- large capacity
- If a person’s attention is focused on one of the sensory stores, then the data is transferred to short-term memory
AO1 Multi store memory model
Outline the short term memory
- Information in STM is coded acoustically (badderly)
- duration is 18 seconds (Peterson and Peterson)
- capacity is between 5-9 items if information (miller)
- Maintenance rehearsal is when we repeat material over and over so it can stay in STM
- If maintenance rehearsal (repetition) does not occur, then information is forgotten, and lost from short term memory
- through the processes of displacement or decay.
AO1 Multi store memory model
Outline the long term memory model
- Potentially peremenant at the store for information
- coded semantically
- duration: lifetime (bahrick and year book study, 90% remember faces of classmates after 15 years)
- capacity: is thought to be unlimited
- If we want to recall if information for LTM it has be transferred into STM through retrieval
AO3: Mulitstore memory model
There is supporting evidence for the STM and LTM
Glanzer and Cunitz
found that when participants are shown a list of words, they remember the first few because they were in the LTM and last few words because they were in the STM.
So MSM model is supported because of the primacy and recency effect
-Moreover, Studies using brain scanning techniques have also shown a difference between STM and LTM.
Beardsley (1997) found that
the prefrontal cortex is active during STM but not LTM tasks.
Therefore both brain studies and controlled lab studies support the existence of the MSM
AO3: MSM
There is case study evidence supporting the MSM
HM had anterograde and retrograde amnesia
- he lost ability yo from new memories and the ability to recall memories
- However HM had his short term memory working
- this provides support for the separate stores of memory
AO3 MSM
The STM is too simplistic
- Evidence for several STM
- shalice and Warrington studied a ppt called KF
- KF STM for digits was poor when read aloud to him but better when he read it to himself
- this evidence suggests that there could be more than 1 STM store. Thus suggesting that the MSM may not be a comprehensive way of understanding memory
AO3 MSM
Prolonged rehearsal is not needed
Craik and Watkins
-found elaborative rehearsal is needed for long term storage
-which occurs when you link information to existing knowledge
-which the allows for information to be transferred to LTM without prolonged rehearsal
-to support this idea Tulving (1975) gave participants a list of nouns (e.g. ‘shark’) and asked a question that involved shallow or deep processing
Ppts remembered more words in the task involving deep processing rather than shallow processing.
This suggests that the process of rehearsal does not fully explain the process of creating long-term memories
AO1: WMM
Who came up with the working memory model
Badderly and Hitch
AO1
Outline the role of the central executive (WMM)
The central executive has a supervisory role
- acts as a filter, determining which information paid attention to.
- processes information sensory infomation
- directs information to slub systems
- limited a limited capacity and deals with only one piece of information at a time.
- does not store info
AO1
Outline the role of the phonological loop
phonological loop which is temporary storage system for holding auditory information
It has two parts:
the phonological store (inner ear):, which processes speech perception and stores spoken words
- the articulatory process (inner voice): rocesses speech production, and rehearses and stores verbal information from the phonological store.
-Capacity of loop is 2 seconds
AO1
Outline the role of the visuospatial sketchpad
VSS holds visual and spatial information temporialrly.
Was split into two by Logie
visual cache: which store visual data about form and colour -Inner scribe records the arrangement of objects in the visual field
-Has a limited capacity around 3-4 items (badderly)
AO1
Outline the role of the episodic buffer
episodic buffer which acts as temporary) store for information
Link between long term memory and the subsystem components of working memory model.
-maintains time sequences by intergating visual and audiotory infomation from other systems
-Has a limited capacity about 4 chunks
AO3: WMM
Supporting evidence from clinical studies
Support drom shallice and Warrington case Study on KF
KF suffered brain damage from a motorcycle accident that damaged his short-term memory.
KF was able to reccord letters and digits whne he read them to himself, comapred to whne they were read to him
-This measn that KF phonological loop was damaged but not not his VSS
-This supports the existence of seperate visual and auitory stores in teh STM
-However, it is hard to now whether KF had an cognitive impairemnts prior to his accident, this means that it is hard to know the effects that trauma had on the brain
-therefore there are issues with generalisbality when it comes to using case studies
AO3: WMM
Support from dual-task performance
- Suupoirst from dual task performance
- Badderly and Hitch
- ppts carried out a visual and verbal task at the same time
- performance was similar
- but when both tasks were visual, performnace declined as both tasks compete for the same sub subsystem
- shows that there is a seperate subsystem that processes visual input
AO3: WMM
Supporting evidence for phonological loop
A strength of the WMM is phonological loop and its explanation of the word length effect
-The phonological loop holds the amount of information that you can say in 2 seconds (Baddeley et al)
This makes it hard to remember a list of long words such as ‘association’ and ‘representative’ compared to shorter words like ‘harm’ and ‘twice’.
The longer words can’t be rehearsed on phonological loop because they don’t fit.
However, the word-length effect disappears if a person is given an articulatory suppression task. This repetitive task ties up the articulatory process which means you can’t rehearse the shorter words more quickly than the longer ones, so word-length effect disappears.
This is evidence for the articulatory process – a key component of the WMM.
AO3: WMM
The central executive is vague
-lack of clarity over the nature of the central executive.
-The CE needs to be more than attention
-Eslinger and Damiso
Studied EVR, who had a cerebral brain tumour removed.
He performed well on tests requiring reasoning, which suggested that his central executive was intact.
However,he had poor decision-making skill which suggests that in fact his central executive was not fully intact.
Central executive it is probably more complex than Baddeley and Hitch originally suggested.
AO1 cognitive interview
Outline the cognitive interview
- Report everything
-witness encourage to include every single detail of the event, even if it’s trivial
-this may trigger memories as memories are interconnected.
Give examples - Reinstate the context
- witness returns to crime scene in mind and imagines the environment
- examples include weather or emotions
- this is related to context and state dependent forgetting - Change the order
- recalled in different order from orignal sequence
- stop people from reporting my expectations
- also prevents dishonesty - Changes perspective
- witnesses recall incident from others perspective
- stop effect of schéma on recall
Enhanced cognitive interview
- Fisher
- developed elements to focus on social interactions
- for example interview speaks slower, establishes eye contact, asking open ended questions, reducing anxiety etc
AO3: cognitive interview
There may not be a need for all elements of the CI
the effectiveness of the CI may be due more individual elements rather than the whole thing.
- Milne and Bull
- found that when participants were interviewed using a combination of the ‘report everything’ and ‘reinstate the context’ their recall was significantly higher than someone saying try again
- suggests overall the CI is an effective technique for increasing the accessibility of stored information, but some parts of the CI are ineffective
AO3 Cognitive interview
May be effective but inaccurate information may be given
Köhnken et al
- found an 81% increase of correct information but also a 61% increase of incorrect information when the enhanced CI was compared to a standard interview.
- This means that police need to treat all information collected from CIs with caution.
AO3: Cognitive interview
CI is time consuming
Kebell and Wagstaff
- Police officers suggest that this technique requires more time than is often available
- detectives may prefer other methods to obtain the information they need
- the CI requires special training and many forces have not been able to provide this
- this requires more money
- so CI may not be realistic in the real world and it may be easier to focus on other more useful elements
AO3: Cognitive interview
CI may be useful for some people but not others
- CI useful when interviewing older witnesses.
Mello and Fisher compared older and younger adults’ memory of a filmed simulated crime using either a CI or a standard police interview (SI). The CI produced more information than the SI but,
But the strength of the CI over the SI was greater for the older participants than young participants.
Similarly wright and holiday found when the CI was used older participants gave recalled more information and gave less incorrect info
This suggests that individual differences matter and that CI is more effective when interviewing older people
AO3: Cognitive interview
Support for CI improving memory
- Fisher et al
- used field study to compare 7 detectives trained in CI and 9 not trained
- recieved 63% more infomation compared to untrained detectives
- suggests CI is effective in enhancing memory
- shows how useful it is out in field
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Approaches- Social Learning Theory11
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Research Methods114
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Memory Exam Questions5
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Attachment exam questions26
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Psychopathology45
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Approaches- origins of psychology6
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Approaches- Behaviourist approach11
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A2 Biopsychology72
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Social Influence42
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Attachment12
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Issues and Debates48
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Gender advanced info flashcards35
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Forensic Psychology Advanced Info Flashcards44
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Attachment advanced info56
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Schizophrenia advanced info53
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Issues and debates advanced info38
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Biopsychology advanced info27
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Psychopathology advanced info39
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Memory Advanced Info23
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Social influence: advanced info34
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Approaches- Advanced info25
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aqa a level psych0
